2017-18 Unit Plan
Respiratory Care

Mission Statement

To prepare competent, safe, and knowledgeable Respiratory Care Practitioners ready to assume patient care responsibilities in all the different settings where respiratory therapy is practiced.  To provide our service community with adequate numbers of qualified Respiratory Care graduates to meet the current and burgeoning needs of the industry.

Program Description

The Respiratory Care Program at Butte College has been successful in meeting the goals of its mission statement by providing our service community with graduates that are highly sought after. The program has had an excellent reputation throughout Northern California and beyond since its first graduating class in 1970. The program has grown from its traditional pedagogical cap of twenty-four students to forty students from 2007-2011.  The program reduced enrollment to thirty-two with the class entering the program in the fall of 2011 due to required budget cuts in the Health Occupations area.  This growth has been supported by equipment grant money through the Chancellor’s Office, an adequate associate faculty pool, an ongoing need in the industry of new graduates, and an increased student interest in the program.  A waiting list continues to exist for the program on the main campus.  To reduce the impact on the local clinical sites, rotations are being conducted in both the Redding and Yuba City/Marysville areas.  Currently there are 57 students enrolled in the first and second years of the program.  

In the fall of 2005, the program started a distance education component in Shasta County. This component was by request of our advisory board to assist this community with its respiratory therapy shortage. Due to increasing costs and a lack of ongoing funding, the distance education program was discontinued in the fall of 2009.

Accountability for Previously Funded Items

Accountability Item 1

Mcihigan Instruments calibration of our test lung.

Amount: 765.00
Used For Intended Purpose: Yes
Benefit

The AI needed calibration and updating to be sure it was working properly and showed the students the correct information on the ventilator data. Our students rotate through hospitals and need hands on time with ventilators prior to and during their critical care clinical rotations. We beleive it is imperative to have our students learn in the laboratory setting about this ventilator interaction prior to their working with them on a patient in a clinical setting. This is directly related to patient safety.FUnded via Perkins.

Accountability Item 2

Purchase of RespiPatient software, mannequin and on sight trainging

Amount: 31000.00
Used For Intended Purpose: Yes
Benefit

RespiPatient® mannequin, software, and on sight training enhances the use of the ASL 5000 Breathing Simulator as a ventilator management teaching system. The software allows instructors to stay in control of the simulation and gives students the full view of patient-ventilator interaction, from vital signs to x-rays, in structured, multi-stage simulations. RespiPatient Software makes it easy to manage hands on, multi-stage scenarios that engage learners in clinical storytelling. Instructors stay in control of the simulation and can amplify effects, challenge learners with unexpected events, or get the simulation back on track to ensure that learning goals are met. Learners review patient and ventilator data, make treatment decisions and RespiPatient responds. Funded via Perkins.

Student Learning/Administrative Unit Outcomes

Part 1–Findings
RT 120: Some SLO’s were no longer accurate when compared to the content. They were adjusted.
One was determined that it could be deleted.
RT 128: Keeping up with industry changes are a challenge.
RT 160/RT 165: Students are doing well, but this transitional semester can be rough. It’s their
transition from RT student with clinical instructors to actual RTs soon in the field. It can be scary
for them.
 
Part 2 - Strategies
Reflections like this are a helpful communication tool for programs to progress and evolve. RT 120
changes have been made. RT 128 issues will be addressed this spring.
Part 3 - Resource Needs
The only resource that seems needed at this time might be to help the students offset the personal
cost of board review programs. They are paying out of pocket for them at this time. Perhaps $50 to
$100 a student in the RT 160 class.

Standards/Goals for Student Achievement (OSLED Departments)

Indicator	Source	College			Program
Indicator	Source	2014-2015	Standard	Six Year Goal	Fall 2011	Fall 2012	Fall 2013	Fall 2014	Fall 2015	Standard	Six Year Goal
Access
- Unduplicated Headcount	PDR	12,691			66	62	62	66	63
Course Success
- Overall	PDR	70.6%	70.0%	73.0%
- Transfer/GE	PDR	71.7%		73.0%
- CTE	PDR	75.3%		77.0%	94.0%	96.7%	96.7%	98.3%	98.4%	90.0%	99.0%
- Basic Skills	PDR	51.7%		55.0%
- Distance Ed (all)	PDR	62.6%		64.0%
Persistence (Focused). Note: The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the State Student Success Scorecard that is used to measure institutional persistence. The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area.	PDR	71.8%	67.0%	75.0%	95.5%	96.8%	96.7%	98.4%	100.0%	90.0%	99.0%
	PDR	(Three-Term) Scorecard	(Three-Term) Scorecard	(Three-Term) Scorecard
Degrees - annual	PDR	1,421		1,475	31	28	29	27	30		30
Certificate of Achievement (CA) - annual	PDR	814		475	27	26	32	26	30		30
Local Certificate (CC) - annual	PDR	518
Developmental Strand Completion
- English	State	43.7%		45.0%
- Math	State	33.8%		35.0%
- ESL	State	42.9%		45.0%
Licensure Pass Rates
- Registered Nursing	SC	92.0%	85.0%
- Licensed Vocational Nursing	SC	87.0%	85.0%
- Respiratory Therapy	SC	97.0%	80.0%
- Paramedic	SC	85.0%	75.0%
- Cosmetology	SC	86.0%	75.0%
- Welding	SC	92.0%	85.0%

Job Placement Rates	PIV	80.0%	70.0%	85.0%

Suggestions for dialogue: 1. Suggested standards and six-year goals have been placed on the template. These are based on program performance over the past five years. Validate these and change them if necessary. 2. At 98.4% the success rate for RT is at the high end of its four-year range (94% - 98.4%). What can be done to maintain success rates are current levels? ***As the economy improves we see more students who are directly interested in the field of respiratory care. A few years ago we saw students entering the program who were displaced out of their former employment and sought health care as a stable profession. We had some attrition as the students chose to return to the work force during th program, or they realized health care wasn't for them. Students now in the program appear to have had a long interest in actually working in the health care field. Continued program advertising and presentations in prerequisite courses and high school classes along with emails to prospective waitlisted nursing students wo inform them of our program. 3. Thirty students earned an AS in 2015-2016. This is at the high end the five-year range (27-31). Thirty students earned a CA – again at the second highest of the five-year range (26-32). A particular issue for competitive programs such as RT is representation by populations included in the Student Equity Plan. Currently, Hispanics, African-Americans, Native Americans, and former Foster Youth are far less well represented than white students in this program. What can be done to address this? Approximately 129 students have chosen RT as their academic program. More on point, over 700 have chosen RN. Given this, it seems that qualified students may be shut out of the RN program because program capacity does not even closely approximate demand. Would it be possible to recruit qualified RN students, particularly those from underrepresented groups, into RT? Students may now choose two academic programs. Contact information for these students may be found in the Reports Server at the Institutional Research, Program Review, Students in an Academic Program tab. ***The nursing department secretary has now staggared the application deadlines for the allied health programs to allow for those that did not get accepted into the nursing programs, a shot at applying for the RT program. RT is not well known profession. We do speak in college classes that are our program prereqs we also speak at local high schools. We have a number of hispanic and middle eastern, and asian students students in our program. 4. At 100% Focused Persistence for RT students is at the high end of its five-year range (95-4% - 100%). 5. The Job Placement Rate for RT is at 80%. Given the program’s quality is there anything that can be done to improve job placement? Since the Job Placement Rate is derived from a data match with the Employment Development Department, self-employed individuals are excluded because they are not in the unemployment insurance data-base. Could this be impacting this rate? ***We do a great job saturating the local market with our students. Some students wait to pass both of their board exams to enter the workforce. Some students are not willing or interested in leaving the area to find other RT jobs. Some are not interested in different shift work. We are working with them to improve their interviewing skills, I do not believe self employment rates will change these numbers.

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

The RT program meets strategic direction in many ways. Here are a few in particular worth noting:

1.d.2. Collaborating continuously with industry, external agencies,and other institutions of highed education to ensure that programs are relevent and meeting current needs.

1.e.2. Providing activities and opportunities to engage students with employers and the community.

1.i.1. Using advisory committees to ensure that programs provide the skills and behaviors needed in the workforce.

5.a.1. Implementing courses, certificates and degrees high in demand labor markets.

Program Review

RECOMMENDATIONS STILL OUTSTANDING:

1. Funding sources be identified for the software, laptops and tablets needed for the program. Ideally, Perkins funding will be identified. Alternatively, other (possibly district) funding should be pursued.

2. That the Director of Clinical Education be given 20% reassign time to better support the required functions of the role, including documentation preparation for student clinical experiences and site visits to all clinical facilities.

3. Augmentation of the department budget to allow for reimbursement of all travel necessary to assure proper evaluation of all clinical sites. Mileage has also been funded through the Dean's budget.

ACTIONS STILL TO BE ADDRESSED FROM ABOVE:

1. We are requesting 6 more laptops to be shared with the Aliied Health Programs. These will be utilized for online testing, clinical simulations, etc. We currently do not have enough laptops to allow every student in our classes to use one at the same time.

2. The Director of Clinical Education (a role required by our accrediting body) still has to re-assign time for their numerous duties.

3. There have been no augmentations made at this time to allow the DCE to travel to clinical sites. This visit is needed to maintain clinical relationships and ensure that students are having the most appropriate training at their clinical sites. These visits have primarily been paid for by the faculty member out of their own pocket.

Department Goals

The RT program is continuously dedicated to recognizing any SLO short comings, discussing them and making directed attempts at improving them. We also work very closely with our clinical sites to improve college/hospital relationships, direct education towards national requirements and better focusing on local job market needs with our students.

Future Development Strategies

Strategy 1 - Clinical Simulation Development

Collaboration with Nursing and Paramedic Programs on Clinical Simulation Development

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Enhancing a Culture of Inclusiveness

Supporting Rationale

The ADN, Paramedic, and Respiratory Care programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current technology in this area. 4^th semester nursing and respiratory students, along with 1st semester paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency department of a hospital and beyond. The development of clinical simulations that involve so many facets of clinical care will require extensive time to plan, build and implement outside of the faculty’s normal workloads.

The Respiratory Care program is asking for a $1000.00 stipend for the Respiratory Care program faculty member who will be collaborating with the nursing and paramedic instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implementation of a collaborative clinical simulation.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 2 - Clinic Site Travel by DCE

Budget Augmentation for Travel to Out-of-Area Clinical Sites.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

The program is asking for an ongoing budget augmentation of the program's Travel and Conference budget of $1500.00 The program's Director of Clinical Education is required by our accrediting body, Committee for the Accreditation of Respiratory Care programs (CoARC) to regularly visit all of the clinical affiliates of the program. The program rotates students through hospitals in Southern Oregon, Northern Nevada, and the Sacramento area, as well as locally.

Mileage has also been funded through the Dean's budget.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 3 - Continuing Education Units

Development of Continuing Education Units (CEU) for Faculty and Program Graduates

Initiatives

Supporting Student, Faculty and Staff Success

Supporting Rationale

The Respiratory Care Program is interested in developing continuing education courses via Canvas and in face-to-face formats to assist faculty and program graduates in completing the required CEU’s for ongoing licensure. The Committee on the Accreditation of Respiratory Care programs (CoARC) recommended during a recent site visit that the program provide a course for practicing RT’s on preceptorship of students as a tool for demonstrating inter-rater reliability during practicum rotations. The program is required to demonstrate that all persons evaluating students do so in a similar manner (inter-rater reliability) to maintain ongoing program accreditation; providing a course on preceptorship to all of our clinical affiliates, which includes information on student evaluations, would greatly assist the program towards this goal.

The Respiratory Care program is asking for a $2000.00 stipend for the Respiratory Care program faculty member(s) who will be developing and implementing continuing education units. The stipend would be paid after the successful completion and implementation of approximately 4-8 CEU’s.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 4 - Re-assign time for PD and DCE

Re-assign Time for Program Director and Director of Clinical Education

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success

Supporting Rationale

During the Committee on Accreditation of Respiratory Care programs (CoARC) site visit in 2011, and the Program Review process in the spring of 2013 and 2009, Validation Teams recommended either the addition of 20% release time for the program's Director of Clinical Education (DCE) or the decrease in the overall workload of the Program Director. The program's DCE spends approximately 200 hours per year completing required functions of the role that are in addition the full-time faculty requirements, including documentation preparation for student clinical experiences and site visits to all clinical facilities. The PD also spends approximately 200 hours per year on duties associated with this role, such as completion of the Annual Report of Current Status, and surveying all students, faculty and Program Advisory Committee members and reporting of data. The PD is responsible for student advising and student tracking while in the program and after the program. The PD also tracks all credentialing exam scores and student job placement.

A plan has been submitted to the VP of Instruction from the Dean of Career and Technical Programs. It request the appointment of a full time faculty member as permanent DCE by 05/26/2017. We have requested that effective as of 7/1/17, the DCE will receive 20% reassign time and $3,000 stipend annually to compensate for the additional duties associated with this required faculty role, separate from the Department Chair role.

To ensure equity within the required program roles the Program Director should also receive the following. A plan has been submitted to the VP of Instruction from the Dean of Career and Technical Programs. It request the appointment of a full time faculty member as permanent Program Director by 05/26/2017. We have requested that effective as of 7/1/17, the Porgram Director will receive 20% reassign time and $3,000 stipend annually to compensate for the additional duties associated with this required faculty role, separate from the Department Chair role and the DCE role.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 5 - UpToDate clinical decision support system

Up to date, library housed, current medical literature consolidating information from related medical articles into evidence-based synopsis for both research and clinical uses.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

UpToDate® is the premier evidence-based clinical decision support resource, trusted worldwide by healthcare practitioners to help them make the right decisions at the point of care. It is proven to change the way clinicians practice medicine, and is the only resource of its kind associated with improved outcomes.

Medical librarians play a critical leadership role in ensuring that the clinicians in their institution have access to the most current medical literature and best available evidence. UpToDate goes well beyond compiling a list of evidence; we sythesize the latest research with the full body of existing information and make recommendations about how the evidence should be applied at the point of care.

The most trusted and widely used clinical decision support resource in the world, UpToDate has become an essential part of the everyday practice of medicine and is the only evidence-based clinical decision support resource associated with improved outcomes.

Our local physicians and Medical Director involved with our program recommend its use by our students.

We are waiting for further pricing information. It is approximately $5,000.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 6 - Video Equipment and tripod to video tape student scenarios

Purchase of two camcorders and tripods to record simulated student / patient scenarios in our labratory setting.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

These camcorders and tripods would allow RT faculty to video tape simulated student / patient scenarios in the laboratory setting. They will be used as a learning tool to critique student performance. This will then improve their actual patient interaction ability at the hospital bedside. The RT program sees this as an important tool to promote patient safety.

Each tripod and camcorder will be approximately $450. We are asking for two which will be $900.00

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 7 - ACLS and PALS books library

ACLS and PALS textbook library for the Paramedic and RT students to utilize for their ACLS and PALS certifications.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

ACLS and PALS are necessary certifications outside the normal RT curriculum, that are the industry standard for employment. Both ACLS and PALS textbook guidelines have been updated and these will remain the text used for the next 5 years. We would like the college to partner with us to provide these books to be used for the Paramedic program as well as the RT program for the next 5 years.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 8 - AARC Summer Forum Educators Conference

Faculty attendance at the AARC Educators summer forum conference in Tucson, AZ in the summer of 2017.

Initiatives

Modeling Sustainability
Supporting Student, Faculty and Staff Success
Enhancing a Culture of Inclusiveness

Supporting Rationale

RT Managers and Educators attend the AARC Summer Forum each summer which offers in-depth information and strategies for the leaders in the RT profession. They offer techniques, tips and technology to help run our department and classrooms effectively and prepare RTs for success in our quickly-evolving health care system.

We would like to have two faculty members attend this summer, 2017 as we have not been able to attend in quite some time.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 9 - Laptops for student assessment

Purchase of 6 additional laptops for the Allied Health Department.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

The Allied Health Programs at Butte College have computers used for students to complete their simulated board examinations among other uses. There are currently not enough computers for all of the students enrolled in most of our classes. The RT Program is asking to purchase 6 more laptops at $1,200 each. This comes to approximately $7,200 total.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 10 - Critical Thinking focused entrance examination

Critical thinking focused entry examinations for entering RT students.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

The RT program would like to pilot a trial phase for an entry, pre-requisite exam for students entering the RT program. This will be used do determine the level of critical thinking abilities of incoming students which will correlate with their future success in the RT program. The RT program is currently investigating testing options. The extimated cost will be $2,000.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 11 - Koko SX 1000 spirometer kit with lap top computer

Koko SX spirometer kit for pulmonary function testing and a corresponding lap top computer required for its interpretation.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

The Koko SX spirometery kit provides a complete and accurate reading of pulmonary function measurements. It has customizable report templates, automated interpretation and trend anaylisis of patient results. We utilized our old Koko system in the past to provide health fair pulmonary function testing for participants. This is a great community service and provides patients with information on their lung functions. A laptop is required for it's use.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 12 - 20 Pulse Oximeters

20 Handheld pulse oximeters for bedside patient assessment.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

Handheld pulse oximeters are used at the bedside in our clinical rotations as a part of our patient assessment. It is a tool used to verify patient heart rate and blood oxygen levels. Hospitals do mit provide these for us we must provide them for student use at our clinical locations. We need 5 per site. Most of ours are currently non functional due to age and use.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 13 - Adult Crash Cart

Crash cart for adult intubation supplies. These are used in the case of emergency resuscitation.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

Our students are first responders in code situations in the hospital setting. A cart and equipment like this will help them improve their skills and timing for immediate, emergency recuscitation. The nursing program has a similar cart but it is dedicated to the simulation lab and not always available to the RT program.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 14 - Laryngoscope and blades

Pediatric laryngoscope handle and blades. Used for intubation of pediatric patients.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

The RT program has this equipment for the adult population. We do not have the same equipment available for our pediatric patients. Respiratory care practitioners provide life support for children and infants as well as adults. These will help the student learn to intubate children mannequins. We need 6 miller style blades and 2 Mac style blades.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 15 - 3 Infant CPR full body manikins and corresponding face pieces

Full body infant manikin and replaceable face pieces for practice with infant resuscitation.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

The RT program has aged and damaged full body infant manikins. We often try to borrow one from other programs. This manikin is necessary to provide students with hands on resuscitation skills and practice for our infant patients.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 16 - 3 Pediatric ALS Trainers

Pediatric manikin for advanced life support training.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

The RT program needs 3 of these pediatric manikins for student training and practice. These manikins will allow the staff to train students on advanced life support scenarios with a life like pediatric body. The program does not have working manikins. We also need a I/O leg skin to allow practice of I/O sticks on the manikin's leg.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 17 - 3 Infant Intubation Heads

Infant manikin heads that allow for intubation practice.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

In many facilities RT's will intubate infants. These intubation heads provide hands on practice for students who will need this skill in their clinical practice.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 18 - RespiSim Clinical Simulation Module

The clinical simulation modules available through Ingmar Medical for our respiratory simulator help improve our students assessment and diagnostic skills through multi-stage patient scenarios.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Maximizing Resources to Support Student Learning

Supporting Rationale

The clinical simulation modules available through Ingmar Medical for our respiratory simulator help improve our students assessment and diagnostic skills through multi-stage patient scenarios. These clinical simulations incorporate elements such as lab values, chest x-rays and arterial blood gases. This will enable our students to develop competency with a wide range of patient types without putting patients at risk.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Requested Non-Financial Resources

None.

Current Financial Resources

None

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	RT	Personnel			$0.00	$25,000.00
Release Time for Program Director and Director of Clinical Education	During the Committee on Accreditation of Respiratory Care programs (CoARC) site visit in 2011, and the Program Review process in the spring of 2013 and 2009, Validation Teams recommended either the addition of 20% release time for the program's Director of Clinical Education (DCE) or the decrease in the overall workload of the Program Director. The program's DCE spends approximately 200 hours per year completing required functions of the role that are in addition the full-time faculty requirements, including documentation preparation for student clinical experiences and site visits to all clinical facilities. The PD also spends approximately 200 hours per year on duties associated with this role, such as completion of the Annual Report of Current Status, and surveying all students, faculty and Program Advisory Committee members and reporting of data. The PD is responsible for student advising and student tracking while in the program and after the program. The PD also tracks all credentialing exam scores and student job placement. A plan has been submitted to the VP of Instruction from the Dean of Career and Technical Programs. It request the appointment of a full time faculty member as permanent DCE by 05/26/2017. We have requested that effective as of 7/1/17, the DCE will receive 20% reassign time and $3,000 stipend annually to compensate for the additional duties associated with this required faculty role, separate from the Department Chair role. To ensure equity within the required program roles the Program Director should also receive the following. A plan has been submitted to the VP of Instruction from the Dean of Career and Technical Programs. It request the appointment of a full time faculty member as permanent Program Director by 05/26/2017. We have requested that effective as of 7/1/17, the Porgram Director will receive 20% reassign time and $3,000 stipend annually to compensate for the additional duties associated with this required faculty role, separate from the Department Chair role and the DCE role.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
2	RT	Equipment			$7,200.00	$0.00
Laptops for student assessment	The Allied Health Programs at Butte College have computers used for students to complete their simulated board examinations among other uses. There are currently not enough computers for all of the students enrolled in most of our classes. The RT Program is asking to purchase 6 more laptops at $1,200 each. This comes to approximately $7,200 total.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Supports Previous Program Review Recommendations Maintaining core programs and services Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
3	RT	Equipment			$3,700.00	$0.00
Koko Spirometer and laptop computer	The Koko SX spirometery kit provides a complete and accurate reading of pulmonary function measurements. It has customizable report templates, automated interpretation and trend anaylisis of patient results. We utilized our old Koko system in the past to provide health fair pulmonary function testing for participants. This is a great community service and provides patients with information on their lung functions. A laptop is required for it's use.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Placing students appropriately by using multiple measures and the common assessment
4	RT	Equipment			$1,400.00	$0.00
Handheld Pulse Oximeters	Handheld pulse oximeters are used at the bedside in our clinical rotations as a part of our patient assessment. It is a tool used to verify patient heart rate and blood oxygen levels. Hospitals do mit provide these for us we must provide them for student use at our clinical locations. We need 5 per site. Most of ours are currently non functional due to age and use.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services)
5	RT	Equipment			$2,200.00	$0.00
Infant CPR full body manikin	The RT program has aged and damaged full body infant manikins. We often try to borrow one from other programs. This manikin is necessary to provide students with hands on resuscitation skills and practice for our infant patients.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services)
6	RT	Equipment			$3,000.00	$0.00
Pediatric ALS Trainers	The RT program needs 3 of these pediatric manikins for student training and practice. These manikins will allow the staff to train students on advanced life support scenarios with a life like pediatric body. The program does not have working manikins. We also need a I/O leg skin to allow practice of I/O sticks on the manikin's leg.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services)
7	RT	Equipment			$2,200.00	$0.00
Pediatric Laryngoscope and blades	The RT program has this equipment for the adult population. We do not have the same equipment available for our pediatric patients. Respiratory care practitioners provide life support for children and infants as well as adults. These will help the student learn to intubate children mannequins. We need 6 miller style blades and 2 Mac style blades.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services)
8	RT	Equipment			$3,000.00	$0.00
Infant Intubation Heads	In many facilities RT's will intubate infants. These intubation heads provide hands on practice for students who will need this skill in their clinical practice.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services)
9	RT	Equipment			$10,270.00	$0.00
RespiSim clinical simulation modules	The clinical simulation modules available through Ingmar Medical for our respiratory simulator help improve our students assessment and diagnostic skills through multi-stage patient scenarios. These clinical simulations incorporate elements such as lab values, chest x-rays and arterial blood gases. This will enable our students to develop competency with a wide range of patient types without putting patients at risk.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Completing the implementation of Learning Outcomes (Course, Program, General Education, Administrative and Student Services) Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
10	RT	Personnel			$3,000.00	$0.00
AARC Summer Educator Forum	RT Managers and Educators attend the AARC Summer Forum each summer which offers in-depth information and strategies for the leaders in the RT profession. They offer techniques, tips and technology to help run our department and classrooms effectively and prepare RTs for success in our quickly-evolving health care system. We would like to have two faculty members attend this summer, 2017 as we have not been able to attend in quite some time.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
11	RT	Equipment			$1,200.00	$0.00
Crash Cart	Our students are first responders in code situations in the hospital setting. A cart and equipment like this will help them improve their skills and timing for immediate, emergency recuscitation. The nursing program has a similar cart but it is dedicated to the simulation lab and not always available to the RT program.		Career and Technical Education - Perkins		Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
12	RT	Equipment			$2,700.00	$0.00
ACLS and PALS Books	ACLS and PALS are necessary certifications outside the normal RT curriculum, that are the industry standard for employment. Both ACLS and PALS textbook guidelines have been updated and these will remain the text used for the next 5 years. We would like the college to partner with us to provide these books to be used for the Paramedic program as well as the RT program for the next 5 years.		Career and Technical Education - Perkins		Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
13	RT	Equipment			$5,000.00	$0.00
UpToDate clinical decision support system	UpToDate® is the premier evidence-based clinical decision support resource, trusted worldwide by healthcare practitioners to help them make the right decisions at the point of care. It is proven to change the way clinicians practice medicine, and is the only resource of its kind associated with improved outcomes. Medical librarians play a critical leadership role in ensuring that the clinicians in their institution have access to the most current medical literature and best available evidence. UpToDate goes well beyond compiling a list of evidence; we sythesize the latest research with the full body of existing information and make recommendations about how the evidence should be applied at the point of care. The most trusted and widely used clinical decision support resource in the world, UpToDate has become an essential part of the everyday practice of medicine and is the only evidence-based clinical decision support resource associated with improved outcomes. Our local physicians involved with our program recommend its use by our students. We are waiting for further pricing information. It is approximately $5,000.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
14	RT	Equipment			$900.00	$0.00
Video Equipment and tripod to video tape student scenarios	These camcorders and tripods would allow RT faculty to video tape simulated student / patient scenarios in the laboratory setting. They will be used as a learning tool to critique student performance. This will then improve their actual patient interaction ability at the hospital bedside. The RT program sees this as an important tool to promote patient safety. Each tripod and camcorder will be approximately $450. We are asking for two which will be $900.00		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
15	RT	Operating Expenses			$0.00	$1,500.00
Budget Augmentation for Travel to Out-of-Area Clinical Sites and Conferences	The program is asking for an ongoing budget augmentation of the program's Travel and Conference budget of $1500.00 The program's Director of Clinical Education is required by our accrediting body, Committee for the Accreditation of Respiratory Care programs (CoARC) to regularly visit all of the clinical affiliates of the program. The program rotates students through hospitals in Southern Oregon, Northern Nevada, and the Sacramento area, as well as locally.				Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
16	RT	Personnel			$2,000.00	$0.00
Development of Continuing Education Units (CEU) for Faculty and Program Graduates	The Respiratory Care Program is interested in developing continuing education courses via Blackboard and in face-to-face formats to assist faculty and program graduates in completing the required CEU’s for ongoing licensure. The Committee on the Accreditation of Respiratory Care programs (CoARC) recommended during a recent site visit that the program provide a course for practicing RT’s on preceptorship of students as a tool for demonstrating inter-rater reliability during practicum rotations. The program is required to demonstrate that all persons evaluating students do so in a similar manner (inter-rater reliability) to maintain ongoing program accreditation; providing a course on preceptorship to all of our clinical affiliates, which includes information on student evaluations, would greatly assist the program towards this goal. The Respiratory Care program is asking for a $2000.00 stipend for the Respiratory Care program faculty member(s) who will be developing and implementing continuing education units. The stipend would be paid after the successful completion and implementation of approximately 4-8 CEU’s.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
17	RT	Personnel			$1,000.00	$0.00
Collaboration with Nursing and Paramedic Programs on Clinical Simulation Development	The ADN, Paramedic, and Respiratory Care programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current technology in this area. 4th semester nursing and respiratory students, along with 2nd semester paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency department of a hospital and beyond. The development of clinical simulations that involves so many facets of clinical care will require extensive time to plan, build and implement outside of the faculty’s normal workloads. The Respiratory Care program is asking for a $1000.00 stipend for the Respiratory Care program faculty member who will be collaborating with the nursing and paramedic instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implementation of a collaborative clinical simulation.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing
18	RT	Operating Expenses			$2,000.00	$0.00
Critical Thinking focused entrance examination	The RT program would like to pilot a trial phase for an entry, pre-requisite exam for students entering the RT program. This will be used do determine the level of critical thinking abilities of incoming students which will correlate with their future success in the RT program. The RT program is currently investigating testing options. The extimated cost will be $2,000.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing